To support faculty members new to KEEN and EM pedagogy, a workshop has been designed by faculty from the College of Engineering and Judith Herb College of Education to introduce the KEEN's Framework and to provide practical examples of how to implement entrepreneurial mindset initiatives in engineering and engineering technology education. The workshop was initially conducted as a hands-on activity during the 2023 ASEE NC Section Conference at West Virginia University and successfully piloted in a distance learning format during the 2023 Improving University Teaching (IUT) Hybrid Conference in Malaysia. The insights gained from the initial pilot implementations were leveraged to enhance the second iteration during the 2024 ASEE National Conference.

Overview:

The workshop started with a brief icebreaker activity, followed by an introduction to KEEN and Engineering Unleashed. Faculty participants learned the core concepts of EML as a pedagogy and gained insights into the transformative impact of embedding an entrepreneurial mindset within engineering curricula.

Throughout the session, faculty members were showed examples of EML initiatives, emphasizing their relevance and ease of implementation in several engineering courses. The organizers, each with extensive experience integrating EML into their courses, shared their strategies and best practices through hands-on activities and group discussions.

Goals:

The workshop's primary goals were to:

• Introduce and Discuss Entrepreneurial Mindset as a Pedagogy: Faculty members explored the concept of EML as a teaching approach in support of fostering creativity, curiosity, problem-solving, and creating value among engineering students.
• Introduce KEEN's Framework: Faculty participants gained a comprehensive understanding of the 3C's, which provides a structured approach to incorporating EML into engineering curricula.
• Complete and Share EML Implementation Activity: Through a collaborative activity, faculty members engaged in a scenario-based exercise to apply entrepreneurial mindset concepts in a real-world context.
  

Proposed Activities:

The workshop included four distinct activities, each designed to achieve specific learning objectives:

1. Icebreaker Activity: A brief icebreaker exercise to foster a supportive and engaging learning environment, encouraging networking among participants.
2. Introduction to EML and KEEN's Framework: In this segment, facilitators presented an overview of entrepreneurial mindset learning and introduced KEEN's Framework, emphasizing its role in transforming engineering education.
3. EML Related Activity: Faculty members actively took part in a hands-on activity that exemplifies how to implement entrepreneurial mindset concepts in engineering scenarios, fostering creativity and critical thinking.

Group Sharing: This session provided an opportunity for participants to share their insights, experiences, and reflections from the hands-on activity, encouraging collective learning and peer interaction.

Skills Required for Workshop Facilitators:

• It is recommended that the facilitators should possess a deep understanding of engineering principles and assessment methods.
• Familiarity with the KEEN and Engineering Unleashed platform along with an understanding of effective rubrics for assessment is necessary.
• Moreover, the presenters should be adept at fostering creativity and innovation among participants, encouraging them to think outside the box and explore new ideas.
• Strong communication skills are important for facilitating meaningful discussions and interactions.
• Adaptability is key, enabling facilitators to tailor their approach to suit the specific preferences and engineering fields of participants.
• Above all, a genuine passion for both engineering and EM is essential, as it will inspire participants to fully engage with the workshop content and embrace entrepreneurial thinking with confidence.

Workshop Assessment:

To ensure the workshop's effectiveness and gather valuable feedback, participants were asked to complete a workshop assessment at its conclusion. The data collected is analyzed by the organizers to further refine and improve the workshop for future iterations.

Delivery Mode:

There are a few distinctions between a workshop conducted online vs in-person.

• Interaction: In face-to-face workshop, participants can engage in immediately in  group activities and live discussions, while in an online format it is important to have digital tools for interaction, such as chat features, virtual breakout rooms, or polls; one of the presenters should always checking the chat.
• Technical considerations: Online workshop require stable internet connections and familiarity with various digital platforms. Technical issues such as audio/video glitches or difficulties navigating online tools may arise. A face-to-face workshop typically involve fewer technical challenges.
• Flexibility and accessibility: Online workshop offers a greater flexibility in terms of scheduling and accessibility, as participants can join from anywhere with an internet connection. Face-to-face workshop, while providing a more immersive experience, may be limited by factors like travel time and geographical location.
  

Conclusion: